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A Report On Blended Classes in CHCCS: March 2022
A Report On Blended Classes in CHCCS: March 2022
A Report On Blended Classes in CHCCS: March 2022
March 2022
Background
Blended classes were first implemented by a team of teachers along with
administrators and support staff as a grassroots effort at Carrboro High
School in 2017-2018. The belief that guided this initiative was and is still
based on the premise that all students will meet expectations if they are
immersed in a culture where the instructional environment involves more
rigorous tasks as well as where there is a strong belief that ALL students can
achieve...
Studies show that when students are exposed to high quality rigorous core
instructional delivery, performance tends to increase academic growth
among all students (Bavis, 2016; Ed Trust 2019).
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What are Blended Classes?
Classes that include both students taking the
course for standard level credit and students
taking the course for honors level credit.
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What Defines a Blended Class?
Blended Classes are…
Blended Classes are not…
• Based on the same required • More work for honors/extra credit
course standards
• Higher ability students doing all
• Differentiated around depth and their learning independently
complexity of learning
• Two separate classes happening
• Class settings where all students
are expected and encouraged to in the same room
contribute their unique strengths
and perspectives to the work
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2021-2022 ELA Blended Class Enrollment Data
ELA 9
Learning
ELA 10 ELA 11 ELA 12
Carrboro HS 126/202
targets
152/193 82/111 86/134
62% Honors 77% Honors 74% Honors 64% Honors
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2021-2022 Social Studies Blended Class Enrollment Data
Carrboro HS
94/173 157/201 82/155
54% Honors 78% Honors 53% Honors
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2021-2022 Science Blended Class Enrollment Data
Learning
targets
Biology Earth Science Chemistry
Carrboro HS
126/212 35/79 97/136
59% Honors 44% Honors 71% Honors
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2021-2022 Math Blended Class Enrollment Data
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EVAAS Data by Student Group
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Carrboro HS EVAAS English II EOC Data by Student Group
2019 2021
Student Group Growth Indicator Student Group Growth Indicator
Academically Gifted Meets Expected Growth Academically Gifted Meets Expected Growth
Economically Disadvantaged Meets Expected Growth Economically Disadvantaged Meets Expected Growth
English Learners Meets Expected Growth English Learners Meets Expected Growth
Exceptional Children Meets Expected Growth Exceptional Children Meets Expected Growth
Academically Gifted Meets Expected Growth Academically Gifted Meets Expected Growth
Asian Pacific Islander Meets Expected Growth Asian Pacific Islander Meets Expected Growth
Economically Disadvantaged Meets Expected Growth Economically Disadvantaged Meets Expected Growth
English Learners Meets Expected Growth English Learners Meets Expected Growth
Exceptional Children Meets Expected Growth Exceptional Children Meets Expected Growth
Two or More Races Meets Expected Growth Two or More Races Meets Expected Growth
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Considerations for Blended Classes
How will this affect the How will this impact the role of the student:
relationship between the teacher, ● Instruction is student centered
the student and content? ● Role for group work is clear
● Level of competence is assigned
● Students apply knowledge gained
● Students engage in relevant learning
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As we move forward with the implementation of blended
classes, the following questions will be used to guide the
work.
• What positive impacts on equality and inclusion, if any, could result
from blended classes?
• Which student groups will benefit?
• Are there further ways to maximize equitable opportunities and
impacts for ALL students?
• What are the success indicators and progress benchmarks?
• How will impacts be documented and evaluated?
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2022-2023 Blended Math1, Math2, Math 3 and Biology
Implementation Overview
Parent
Professional Learning** Course Registration Student Self-Selection
Communication
SPRING
Counselors enroll ● ●
School Math 1, Math 2 and Biology ●
Schools distribute parent District STEM team shares
●
students in Math 1, letters by date - Early student surveys with schools
PLCs partner w/District Math and Science
Math 2 and Biology September ● Teachers distribute survey to
○ Review implementation plan
○ Provide Q&A ● Schools send ConnectEd students by date - End of
○ Participate in Instructional Rounds message to parents when September
○ Survey students letter is distributed by date - ● Students complete the survey by
SUMMER Early September Date - End of September
● Teachers attend professional learning ● Counselors update registration
FALL as applicable by Date - October
● District Math and Science provides ● Counselors notify parents of
ongoing PLC Support course changes by Date - October
● Revisit/ follow up on summer training
● Continue Instructional Rounds
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2022-2023 Blended English and Social Studies Overview
Parent Student Self-
Professional Learning** Course Registration
Communication Selection
SPRING
● Counselors ● Schools distribute ● District team shares student
● School English & Social Studies PLCs partner
enroll students in parent letters by date - surveys with schools
w/District Humanities, Advanced Student
English and Early September ● Teachers distribute survey to
Leadership Teams
Social Studies Biology students by date - End of
○ Survey teachers to identify professional
learning needs ● Schools send September
○ Identify summer school teams ConnectEd message ● to Students complete the survey
○ Engage in monthly PLCs parents when letter is by Date - End of September
○ Identify and secure resources for summer distributed by date - ● Counselors update registration
SUMMER Early September as applicable by Date - October
● HS ELA & Social Studies Summer Planning ● Counselors notify parents of
FALL course changes by Date -
● District Humanities, Advanced Student
October
Leadership teams provide professional learning
in differentiation, ongoing PLC support, and
conduct instructional rounds
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When schools and systems are focused on equity in
opportunities and excellence in results for all, all children
can benefit.
Dr. Pedro Noguera
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